Assessment Of Academic Programs Research Articles

The Use of Industry Advisory Boards in Support of Collegiate Aviation Programs

Abstract-Research problem: Aviation Accreditation Board International (AABI), the organization that accredits aviation degree programs, requires that programs seeking accreditation work with aviation industry professionals in the development and assessment of their programs. (AABI Accreditation Criteria Manual, February 24, 2023). There is no formal directive regarding how aviation programs and industry partners must work together, however, and no best practices relating to the use of industry advisory boards have been researched for aviation degree programs as they have been in other academic fields. Research questions: (1) How do aviation degree programs incorporate industry feedback? (2) How are industry advisory boards being used in support of aviation degree programs? Literature review: Literature in other fields regarding the use of advisory boards in the development and assessment of academic programs has offered insights into stakeholder benefits and suggested best practices, but research on the use of industry advisory boards in collegiate aviation programs is significantly lacking. Methodology: A survey link was shared with all current UAA and AABI members with the goal of determining how common it is for programs to have an industry advisory board. If the programs reported having an industry advisory board, additional survey questions sought to identify the benefits and challenges of having an industry advisory board, as well as the common characteristics of the boards. Findings: Advisory boards are commonly used to support aviation degree programs. However, there is a wide variation in terms of how they operate. This study offers a beginning framework for learning how industry partners and aviation programs are currently working together and suggests areas of additional needed research in order to identify best practices.

The Transition from Annual to Triennial Assessment and How Faculty Feels about it.

Beginning in the 2014-2015 academic year, Christopher Newport University transitioned from annual assessment to the triennial assessment of academic programs. This shift was largely motivated by observed limitations to annual assessment such as ineffective use of student learning outcomes, a lack of time, and overutilized faculty. By making this shift to a triennial cycle, it was assumed that faculty would experience a reduction in assessment fatigue, that there would be more time to capture and utilize assessment data and more time to implement change. Using the meta-assessment scores generated by comprehensive reviews of triennial assessment reports conducted by CNU’s University Assessment Committee this paper will demonstrate how the assessment process at CNU shows continuous improvement. In order to address faculty perception relative to our assumptions, this paper will also share the results of a survey on faculty’s perceptions of triennial assessment.

Impact of library instruction on the development of student skills in synthesis and source attribution: A model for academic program assessment

This paper details the process and results of a multistep assessment project addressing senior Social and Behavioral Science majors' proficiency in information synthesis in capstone papers and source attribution in oral presentations. The study entailed using results from a campus-wide assessment project to identify challenging areas of information literacy for students and subsequently designing and implementing an instructional intervention focused on those areas. The intervention was assessed through a rubric-based evaluation of student work, and the resulting data suggest that the intervention was effective in enhancing students' proficiency in the areas targeted. Our strongest result was an improvement in citation practices in capstone presentations; while improvements in synthesis of information from sources were not as large or definitive, they were still suggestive of the potential that librarians have to increase students' skills in this area. This paper may prove useful for those seeking inspiration for providing instruction on synthesis in written work or attribution in presentations, or those interested in a model for using campus-wide or academic program assessment to measure the impact of library instruction.

Community of Inquiry in online education: Using student evaluative data for assessment and strategic development

This study examined the strategic and administrative elements of an online sport management graduate program through the lens of Community of Inquiry (CoI) (Garrison, Anderson, & Archer, 1999). The authors evaluated quantitative and qualitative information from student exit surveys from an online professional graduate degree in sport management using modified CoI principles in order to improve the program's content, structure, and delivery. The quantitative results indicated that students rated the program highly in almost all measured aspects of CoI. The qualitative data revealed that students engage in the three main areas of CoI (i.e., cognitive, social, and teaching presence). Qualitative data support the quantitative results and demonstrate the program operates on CoI principles. Findings inform academic leaders and faculty about CoI elements and the nature of holistic assessment of academic programs.

Social-media based assessment of academic programs

Academic programs are evaluated and assessed to control the quality and improvement of the program offering. The evaluation process involves assessing a set of learning outcomes indicating what the graduate can and is able to do after graduation. A wide range of tools exists to assess the extent to which the learning outcomes are met, such as employer surveys, student ratings, test scores and student self-reports. Each of these assessment tools suffer from a set of drawbacks, which limits its applicability. For example, surveys have the drawback of low response rate, correctness of the result, and time of conducting the survey. This paper presents a robust assessment method that analyzes information posted by alumni on their social media accounts, such as LinkedIn. This new method is not intended to replace existing assessment tools, but to complement them. The method is continuous and not restricted to any period of time. The paper uses a case study, where more than 100 LinkedIn student profiles were analyzed to show the feasibility of the method.

Evaluation of the Quality of Academic Programs in Colleges of Applied Studies and Community Services Kingdum of Saudi

Universities are scientific and educational institutions that aims to achieve many academic, research and community service objectives, the matter that has given it importance in the field of scientific, technological and service development. Because of the open door policy in higher education in many countries, which depends on quantitative and not qualitative expansion, it was always necessary to conduct review of the performance of universities and educational institutions in order to evaluate these institutions and ensure that they meet the quality requirements and standards. Evaluation of academic programs quality is one of the important contexts that modern research seeks to cover, study, and address. The quality assessment of academic programs enables universities to explore strengths and weaknesses in their academic performance, and provide them with the opportunity to make adjustments and develop plans for change and development based on accurate data analysis. Which contributes to the achievement of the high educational valuable mission and the achievement of academic goals, and deals with the complexities and difficulties associated with academic programs. Moreover, it contributes to highlight the shortcomings areas that require a degree of responsibility and accountability from decision and policy makers. Hence evaluating academic programs will be reflection of the aspirations of the universities (Ali Alqazo.2017) Based on the Evaluation of the quality of academic programs offered by the Colleges of Applied Studies from the perspective of stakeholders (students, faculty members and employers), this study results prove that academic programs of the faculties of applied studies in Saudi public universities are of medium quality from the students, faculty staff and employers points of view. DOI : 10.7176/IKM/9-3-03 Publication date :March 31 st 2019

Building Student Affairs Assessment Capacity: Lessons from Two Community Colleges

ABSTRACTHigh-quality student affairs programming and support services are indispensable to community college student success. Yet, while institutions establish well-structured assessment of academic programs, few engage in formal institutional measurement of student affairs and services effectiveness. This article shares two community colleges’ stories of building assessment capacity and assessment implementation within student support services. Using a case-study approach, this work traces the assessment journeys of Eastfield and El Centro Colleges through the eyes of student affairs administrators. Challenges, successes, and lessons learned inform community college practices.

Assessment of Academic Programs’ Quality from Student Perspective at Najran University

The current study aimed to identify the degree of assessing the quality of academic programs at Najran University from students’ perspective. Descriptive and analytical approach was adopted. The study population consisted of all students of the Faculty of Education in Najran University in Saudi Arabia, numbered (1380) students. The participants (296) students randomly selected, the author used the questionnaire as the tool of the study. The results showed that means of the assessment of the domain of faculty members at Najran University from students’ perspective was high. There are no statistically significant differences of the assessment of academic programs’ quality at Najran University from students’ perspective due to gender. Furthermore, there are statistically significant differences of the assessment of academic programs’ quality at Najran University from students’ perspective due to academic year and Grade Point Average (GPA).

Strategies to Make Program Assessment Simple in a Digital Era: A Case Study


 
 
 The assessment process of an undergraduate program is used as a case study to share some strategies to simplify the assessment process during a period where faculty members initiated the use of Tk20. Some strategies to establish an organized, and systematic academic program assessment process for the development and improvement of the academic program while implementing TK20 are identified. The strategies identified may help others to move forward in the assessment process and make it permanent and sustainable.
 
 

Assessment at AACSB Schools: A Survey of Deans

The purpose of this research was to document the extent to which Association to Advance Collegiate Schools of Business (AACSB)–accredited business schools have implemented strategies to improve students’ ability to achieve program learning objectives. Assessment of academic programs is increasingly important at AACSB schools. Compliance with changing accreditation requirements and continuous improvement necessitated revision of assessment methods and modification of programs. Deans at 91 AACSB schools participated in this research. Communication skills were the most-assessed competency. Mandating increased coverage of specific skills or topics across the curriculum was the most frequent change made as a result of assessment. Further studies will be needed to track this dynamic activity.

Creating a tripled-assessment model of academic programs

The assessment of academic programs considered the backbone of any internal quality system as it is crucial for determining how, and to what extent, quality improvement systems are effective in educational practices and outcomes. Therefore this paper aims to creating a tripledassessment model of academic program as it depends on three pillars; credibility, accountability and improvement. The tripled-assessment model will provide the departments, especially at Egyptian Universities which undergo a transformation period towards implementing its internal quality assurance systems, with a road map for the assessment of its different academic programs, furthermore help policy makers and program developers in taking proper improvement decisions as well.

Academic Program Assessment: A Case Study of a Pragmatic Approach

Accreditation criteria of Information Technology programs require effective learning outcomes assessment and evaluation with rigorous processes, well documented results, broad faculty participation, and complete coverage of the assessment and evaluation cycle. This paper describes a model that theCollegeofInformation Technologyat Ajman University of Science and Technology uses to implement a complete outcome-based assessment and evaluation plan of its programs. The plan contains detailed accounts of procedures and tools used to measure the achievements of program learning outcomes. Information which is gathered from exam results, faculty, students, alumni, internship, and employers are used to measure the level of achievement of each learning outcome from a different perspective. A final decision is made with respect to each learning outcome. This decision is based on combining the results of the various relevant measurement tools for that outcome. The assessment model described in this paper was used for the successful accreditation of all programs offered by thecollegeofInformation Technologyand adopted by other colleges at the University.

Improving Academic Program Assessment: A Mixed Methods Study

Starting with the premise that better assessment leads to more informed decisions about student learning, we investigated the factors that lead to assessment improvement. We used “meta-assessment” (i.e., evaluating the assessment process) to identify academic programs in which the assessment process had improved over a two-year period. The use of both quantitative and qualitative methods allowed us to understand the factors leading to assessment improvement better. Through these efforts, we discovered that a program’s assessment environment and use of resources were the predominant factors leading to improvement. One resource in particular, assessment consultation, was the most cited reason for improved assessment.

Finding and Using Readily Available Sources of Assessment Data

This paper provides the rationale for, examples of, and the collection and general uses of currently available, potentially underutilized academic program assessment data. Academic program assessment is essential for program improvement and accreditation, but commonly used assessment methods may not fully meet these needs. General assessment references, pharmacy education literature, and prior experiences were used to identify and discuss sources of potentially underutilized assessment data. Pre-course assessments, graded assignments, examinations, pharmacy experience evaluations, scoring rubrics, portfolios, progress testing, self-assessments, and classroom assessment techniques are potential sources of assessment data. Course evaluations and grades may also be useful. Selection should be based on need, availability, strength, and concerns. Challenges in data management may be best met through a centralized, integrated database. Careful selection of specific embedded and other assessments can be utilized to complete the development of a comprehensive, meaningful, and efficient program assessment plan.

The Development and Administration of an In-House Knowledge Examination for Academic Program Assessment

Prior research documents the need for greater use of in-house knowledge assessment tools in effective academic program assessment (Nicholson, Barnett, and Dascher 2005; Miller, Chamberlain, and Seay 1991). However, the task of developing such in-house examinations is described as difficult and time consuming (Nicholson, Barnett, and Dascher 2005; Eastman and Allen 1999). Drawing on the foundations for effective assessment found in education and management literature, we discuss in detail our department's successful experience with such an examination. This discussion is offered with the hope that marketing faculty who seek to develop and implement in-house knowledge examinations will experience reduced difficulty in their own department's assessment efforts.

Assessment of Gerontology Programs: A Comprehensive, Strategic Approach

To assure that gerontology students meet their educational objectives and are prepared to assume professional roles, gerontological program assessment is imperative. This paper situates gerontological academic program assessment within the framework of the American Association of Higher Education's principles of assessment. It presents clear guidelines for the assessment of gerontological programs and courses. These guidelines incorporate indirect and direct assessment methods to examine both processes and outcomes of gerontological education. Also presented are guidelines for the communication of results, recommendations, and plans for follow-up to stakeholders.

Moving from Subjective to Objective Assessments of Your Instruction Program

Assessment of academic programs has become a focus and a priority for many campuses, but assessment of library instruction programs provides unique challenges. Without required courses, major standardized tests, or clear objectives, how does an academic library move from student and faculty feedback forms to broader assessments of the instruction program? The Schurz Library has moved from simple subjective feedback forms for students and faculty, to more indepth questionnaires, to development of a list of library research competencies for students, to the development of an objective test of library research competencies for targeted student groups. In this article, Colborn and Cordell discuss the distinction between student evaluation and program assessment; the development of assessment methods for library instruction; and the various steps taken in the writing, testing, revising, and use of an assessment instrument for the Schurz Library instruction program.

Accountability and Academic Improvement on a Departmental Level: One School's Approach

Abstract With declining enrollments, increased competition for scarce resources, and constituents' disenchantment with the quality of higher education, a need for assessment of academic programs has developed. An assessment program should link a tailored mission statement for an academic unit to specific, measurable objectives and goals. Developing a viable assessment program at the departmental level is a time-consuming and difficult process. As a potential guide for others, this article outlines the steps in developing an assessment program and describes the experience of the School of Professional Accountancy at one university.